Every year, trees in temperate and boreal forests go through a cycle of dormancy and activity that produces a new layer of tracheids, fibers and other woody cells around their stem. The end result of this process - a tree ring - is one of the most obvious signs in nature documenting the passage of time and the character of that year’s weather. Measurements of tree-ring widths are the most widely-distributed and best replicated source of surrogate environmental information on the planet and are one of the main archives used to estimate changes in regional and global climate during the past several centuries or millennia.
In this lecture, I describe the structure and characteristics of the Northern Hemisphere tree-ring width network, and outline how these data are linked with key aspects of local climate and the global climate system. More generally, by describing the characteristics of the Northern Hemisphere tree-ring width network and the diversity of its relations with varying aspects of the global climate system, this presentation highlights the breadth and quality of environmental information that may be recovered from the width of annual growth layers in temperate and boreal trees.
The National Middle School Association (NMSA) sponsored this presentation for middle school science teachers. Topics include Earth’s energy budget and climate change; Albedo; Regional temperature and sea ice changes; NSES Standards and Misconceptions; Resources to Enhance Your Content Knowledge; and Science Lessons and Activities.
Every year, trees in temperate and boreal forests go through a cycle of dormancy and activity that produces a new layer of tracheids, fibers and other woody cells around their stem. The end result of this process - a tree ring - is one of the most obvious signs in nature documenting the passage of time and the character of that year’s weather. Measurements of tree-ring widths are the most widely-distributed and best replicated source of surrogate environmental information on the planet and are one of the main archives used to estimate changes in regional and global climate during the past several centuries or millennia.
In this lecture, I describe the structure and characteristics of the Northern Hemisphere tree-ring width network, and outline how these data are linked with key aspects of local climate and the global climate system. More generally, by describing the characteristics of the Northern Hemisphere tree-ring width network and the diversity of its relations with varying aspects of the global climate system, this presentation highlights the breadth and quality of environmental information that may be recovered from the width of annual growth layers in temperate and boreal trees.
The National Middle School Association (NMSA) sponsored this presentation for middle school science teachers. Topics include Earth’s energy budget and climate change; Albedo; Regional temperature and sea ice changes; NSES Standards and Misconceptions; Resources to Enhance Your Content Knowledge; and Science Lessons and Activities.
The "Year Without A Summer" was not a year without a ringScott St. George
The Tambora eruption of 1815 cooled the planet and caused the "Year Without A Summer" in western Europe and eastern North America. But was it cold enough to cause trees across the Northern Hemisphere to skip a ring?
Many of the decisions we make about environmental issues are based on experience. Whether we're setting limits for the use of scarce resources, estimating the risks posed by natural hazards, or deciding how to manage protected areas, our plans for the future often reflect our understanding of the past. The problem is that, when it comes to the environment, our society has a fairly short memory. In this presentation, Dr. St. George will discuss how the study of ancient trees is expanding our perspective on the natural history of the northern Plains and helping to answer questions about what the future may hold for Minnesota's environment.
The annual growth rings from trees provide us with an incredibly powerful and adaptable tool to study Earth’s history. The rings tell us much more than just the age of tree. They also provide clues that help us understand how our environment has changed in the past, and provide insights into how key processes in atmosphere, biosphere and geological systems operate over long timescales.
This course will teach students the fundamental principles of dendrochronology through a combination of formal lectures, class discussion and laboratory exercises. Students will work in the University of Minnesota’s Center for Dendrochronology, where they will learn how to collect, prepare and date tree-ring specimens. By the end of the course, they will be able to explain both the key concepts underlying dendrochronology and discuss how evidence from tree rings is used to address contemporary issues in natural history, resource management and Earth Systems Science.
Absent rings are rare in Northern Hemisphere forests outside the American Sou...Scott St. George
Background/Question/Methods
Under environmental stress, boreal and temperate trees will occasionally form a discontinuous layer of wood about their stem, a condition described as a locally-absent (or “missing”) growth ring. Absent rings can potentially cause errors in tree-ring dates and dendroclimatic reconstructions but the frequency, distribution and controls of these features are not well understood at large spatial scales. Furthermore, the recent claim that the Northern Hemisphere tree-ring network contains multiple chronological errors caused by widespread but unrecognized locally-absent rings has been difficult to evaluate because it is not known where or when absent rings have occurred across boreal and temperate forests or what environmental factors cause the development of spatially-extensive absent rings. Here we present a synthesis of locally-absent rings across the Northern Hemisphere during the last millennium based on 2,359 publicly-available tree ring-width records.
Results/Conclusions
Over the entire dataset, one locally-absent ring was observed for every 240 visible rings. More than half of all records (1,296 of 2,359) did not contain a single absent ring. Absent rings were extremely uncommon at high latitudes; poleward of 50°N, the absent:visible ratio increased from 1:240 to 1:2,500. Absent rings were not widespread during the growing seasons that followed the four largest stratospheric sulfate aerosol injection events of the last millennium, including A.D. 1259 and the “Year Without a Summer” in A.D. 1816 or during the coldest year in the Northern Hemisphere in the last 1,500 years. Because these features have occurred so rarely in high-latitude and high-elevation tree ring-width records, the argument that paleotemperature estimates based on these data contain chronological errors due to unrecognized absent rings is not consistent with field observations. If however the rate of absent-ring formation were to increase in forests outside of the American Southwest, that behavior would represent a response to environmental stress that is without precedent over the last millennium.
The "Year Without A Summer" was not a year without a ringScott St. George
The Tambora eruption of 1815 cooled the planet and caused the "Year Without A Summer" in western Europe and eastern North America. But was it cold enough to cause trees across the Northern Hemisphere to skip a ring?
Many of the decisions we make about environmental issues are based on experience. Whether we're setting limits for the use of scarce resources, estimating the risks posed by natural hazards, or deciding how to manage protected areas, our plans for the future often reflect our understanding of the past. The problem is that, when it comes to the environment, our society has a fairly short memory. In this presentation, Dr. St. George will discuss how the study of ancient trees is expanding our perspective on the natural history of the northern Plains and helping to answer questions about what the future may hold for Minnesota's environment.
The annual growth rings from trees provide us with an incredibly powerful and adaptable tool to study Earth’s history. The rings tell us much more than just the age of tree. They also provide clues that help us understand how our environment has changed in the past, and provide insights into how key processes in atmosphere, biosphere and geological systems operate over long timescales.
This course will teach students the fundamental principles of dendrochronology through a combination of formal lectures, class discussion and laboratory exercises. Students will work in the University of Minnesota’s Center for Dendrochronology, where they will learn how to collect, prepare and date tree-ring specimens. By the end of the course, they will be able to explain both the key concepts underlying dendrochronology and discuss how evidence from tree rings is used to address contemporary issues in natural history, resource management and Earth Systems Science.
Absent rings are rare in Northern Hemisphere forests outside the American Sou...Scott St. George
Background/Question/Methods
Under environmental stress, boreal and temperate trees will occasionally form a discontinuous layer of wood about their stem, a condition described as a locally-absent (or “missing”) growth ring. Absent rings can potentially cause errors in tree-ring dates and dendroclimatic reconstructions but the frequency, distribution and controls of these features are not well understood at large spatial scales. Furthermore, the recent claim that the Northern Hemisphere tree-ring network contains multiple chronological errors caused by widespread but unrecognized locally-absent rings has been difficult to evaluate because it is not known where or when absent rings have occurred across boreal and temperate forests or what environmental factors cause the development of spatially-extensive absent rings. Here we present a synthesis of locally-absent rings across the Northern Hemisphere during the last millennium based on 2,359 publicly-available tree ring-width records.
Results/Conclusions
Over the entire dataset, one locally-absent ring was observed for every 240 visible rings. More than half of all records (1,296 of 2,359) did not contain a single absent ring. Absent rings were extremely uncommon at high latitudes; poleward of 50°N, the absent:visible ratio increased from 1:240 to 1:2,500. Absent rings were not widespread during the growing seasons that followed the four largest stratospheric sulfate aerosol injection events of the last millennium, including A.D. 1259 and the “Year Without a Summer” in A.D. 1816 or during the coldest year in the Northern Hemisphere in the last 1,500 years. Because these features have occurred so rarely in high-latitude and high-elevation tree ring-width records, the argument that paleotemperature estimates based on these data contain chronological errors due to unrecognized absent rings is not consistent with field observations. If however the rate of absent-ring formation were to increase in forests outside of the American Southwest, that behavior would represent a response to environmental stress that is without precedent over the last millennium.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Standard 4: The Physical Setting Indicator 4.3.4: Describe some of the effects of the oceans on climate. Indiana Department of Education’s Standard Website:http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx Link to Activity: http://www.indianastandardsresources.org/files/sci/sci_4_3_4.pdf
3. Definitions: Climate- A region with specified weather conditions. The average weather conditions of a particular place or region over a period of years. Region- A broad geographic area. Observation- An act of gathering information (as for scientific studies) by noting facts or occurrences. Resource: http://www.wordcentral.com/
4. Background Information The sun’s energy is the driving force behind the water cycle. The sun heats up water on land and in the oceans, lakes, and seas. The water changes from liquid to vapor in a process called evaporation. The water vapor cools and in a process called condensation forms droplets in the atmosphere. These droplets become clouds. The droplets (or ice crystals if it’s cold enough) gather and then fall from the sky in a process called precipitation. This precipitation falls on mountains, trees, and land, and then runs off or gathers in streams and rivers and flows and becomes run off again, flowing back down to the oceans, seas, and lakes. http://bogglesworldesl.com/watercycle_worksheets.htm
5. Background Information Cont. Evaporation: Evaporation is when the sun heats up water in rivers or lakes or the ocean and turns it into vapor or steam. The water vapor or steam leaves the river, lake or ocean and goes into the air. Condensation: Water vapor in the air gets cold and changes back into liquid, forming clouds. This is called condensation. Precipitation: Precipitation occurs when so much water has condensed that the air cannot hold it anymore. The clouds get heavy and water falls back to the earth in the form of rain, hail, sleet or snow. Source: http://www.kidzone.ws/WATER/
6. Materials Required: Two large clear jars- one plain and one with inch marks Masking Tape Scissors Rock Sand Water (Bottled water will be provided in the kit) Science Notebook Pencil Water Cycle Worksheet Colored Pencils **Heat lamp can be provided if students will not have access to a sunny window** (All items will be available in the Oceans and Climate Kit Provided by your USI instructor)
7. Things to think about before beginning: Based on the descriptions given in your background information, can you match the following pictures with the process they represent? Draw a line from the term to the picture that best shows each term. Evaporation Precipitation Condensation Source: http://www.kidzone.ws/WATER/
8. More Questions to Consider before Beginning: **You will be provided a Science Notebook. Please write your name, grade, and the day’s date at the top of the page. You will write your answers in complete sentences in this notebook.** In our model of the water cycle, we will include a rock on top of our sand. What purpose do you think this rock will have? Write your answer if the provided science notebook. What do you think will happen to the water in the sand? Why do you think this? Write your answer in your notebook. Before starting, feel the inside of both jars. Are they dry? What do you think will happen to the jars when your project is complete?
9. Activity Remove the two jars from your kit. Feel the inside of each jar. Are they both dry? Find the jar that has the marks on it. Pour water to the first mark (the ½ inch line). Very slowly, pour sand on top of the water. Continue pouring until the sand is level with the second mark (the 1 inch line). Place a rock (or two small rocks) on top of the sand. Tape together the two ends of the jar with the masking tape (see the diagram on the next page for this step. With adult supervision, plug in the heat lamp and clamp it to a desk or shelf. Place the jar near the lamp, but not touching it. Observe the jar several times during your given time and observe what happens. Record your observations in your provided science notebook. Source: http://www.indianastandardsresources.org/files/sci/sci_4_3_4.pdf
11. While you are waiting… Based on what you have learned, fill out the water cycle chart provided. If time permits, you may color the sheet.
12. Once your observations are complete, answer the following… You made a prediction about the rock in the jar and what purpose it would serve. Was this prediction correct? If not, what do you think the rock represented in our water cycle model? Write this answer if your science notebook. Now that the experiment is complete, feel the inside of both jars. Are they wet or dry now? Why do you think this is? Write this answer in your notebook. What happened to the sand in the jars? Was your prediction correct?
13. Post-Activity Questions Cont. What would you expect to have more rain: a desert or a forest? Why do you think this? Write your answer in your notebook. If these jars represented a water cycle on the earth, with the lamp being the sun and the jars being an ocean, what do you predict would happen if we moved the jars further from the lamp? Would you see more or less condensation and precipitation as you moved the jars? Explain. What other changes could you make to this experiment to change how much precipitation you saw in the jar? What would these changes represent if you consider how oceans affect the climate? Based on your observations and the reflections you have made with these answers, what effect do you believe that oceans have on climate?
14. Some Things to Remember… Our oceans help add moisture in the air that forms our water cycles. The closer you are to the oceans, the more rain you will have. When the water from the ocean is heated from the sun, it evaporates into the air, begins to form condensation known as clouds, who then form precipitation in the form of rain or snow. This falls to the ground, runs back to the ocean, and the cycle starts all over again. It is a never-ending process.
15. Congratulations! You have now completed the Water Cycle Experiment and should have a better understanding how oceans affect the climate around us.